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Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.14

Make observations explaining why artistic choices are made in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?

Skills Examples

  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.15

Identify multiple personal experiences when participating in or observing a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?

Skills Examples

  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.16

Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect appropriate cultural perspectives in drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?

Skills Examples

  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.17

Examine how connections are made between oneself and a character’s emotions in drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?

Skills Examples

  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.18

Recognize how and why audiences evaluate drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?

Skills Examples

  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.19

Consider and analyze technical elements from multiple drama/theatre works.

Unpacked Content

Essential Questions

EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?

Skills Examples

  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.20

Evaluate and analyze problems and situations in a drama/theatre work from an audience perspective.

Example: Student audiences give peer assessment of student performances.

Unpacked Content

Essential Questions

EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?

Skills Examples

  • Make observations that explain why artistic choices were made in a dramatic/ theatrical work (e.g., being able to explain how movement, props, and other technical elements affect mood).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain meaning of cultural perspectives.
  • Practice identifying various cultural perspectives. Folktales from Africa, Native Americans, Japan, etc. and cultural figures such as Harriet Tubman, Mulan, etc., provide some good source material.
  • Consider multiple ways to develop a character using physical characteristics that reflect appropriate cultural perspectives (e.g., a warrior might walk with straight posture, a Chinese lady might make small, shuffling steps, etc.).
  • Consider multiple ways to develop a character using prop or costume design choices that reflect appropriate cultural perspectives (e.g., an old man may use a cane, a Japanese woman may carry a fan, a woman of African descent might wear a headscarf, etc.).
  • Identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize how audiences evaluate dramatic/ theatrical works (e.g., content, tone, technical elements, theme, etc.).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Identify what technical elements are (e.g., scenery, lighting, makeup and costume design, and props).
  • Identify and articulate technical elements found in multiple dramatic/ theatrical works.
  • Analyze the technical elements from multiple drama/ theatrical works. Be able to explain how they contribute to the story or characters in the work.
  • Explain what audience perspective is. Be able to articulate what your audience cares about, what might offend them, what they need and want, etc.
  • Evaluate and analyze problems and situations that arise in a dramatic/ theatrical work from an audience perspective. Explain how a work might be perceived from various perspectives (i.e., a sweet, old grandmother; a sad unloved, poor boy; a class clown, etc.) and how the work might need to change to work for those various audiences.

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • content
  • tone
Voice
Movement
Characterization
  • emotions
  • memory
Directing
Design
Theatrical production
  • mood
  • applaud
  • attentive

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.21

Use personal experiences and knowledge to make connections to community and culture in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
EQ: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?

Skills Examples

  • Identify personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to community and culture in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Read or familiarize oneself with a particular story (e.g., "Jack and the Beanstalk", paying close attention to characterization and plot.
  • Explore how the story is adapted and presented historically in different art forms, genres, or dramatic/ theatrical conventions (e.g., the original Cornish version of" Jack and the Beanstalk" from the 1700s, wood engravings of the tale, and other illustrations through the centuries and decades, scenes in film from Abbott and Costello to Disney to the scene in the musical Into the Woods).
  • Explain how the plot and the depictions of the main characters have changed through the years. Suggest reasons why stories might have changed.

Vocabulary

Research
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
  • culture
  • social issues
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.22

Identify connections to community, social issues, and other content areas in drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.
EQ: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?

Skills Examples

  • Identify personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to community and culture in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Read or familiarize oneself with a particular story (e.g., "Jack and the Beanstalk", paying close attention to characterization and plot.
  • Explore how the story is adapted and presented historically in different art forms, genres, or dramatic/ theatrical conventions (e.g., the original Cornish version of" Jack and the Beanstalk" from the 1700s, wood engravings of the tale, and other illustrations through the centuries and decades, scenes in film from Abbott and Costello to Disney to the scene in the musical Into the Woods).
  • Explain how the plot and the depictions of the main characters have changed through the years. Suggest reasons why stories might have changed.

Vocabulary

Research
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
  • culture
  • social issues
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.23

Explore how stories are adapted from literature to drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?

Skills Examples

  • Identify personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to community and culture in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Read or familiarize oneself with a particular story (e.g., "Jack and the Beanstalk", paying close attention to characterization and plot.
  • Explore how the story is adapted and presented historically in different art forms, genres, or dramatic/ theatrical conventions (e.g., the original Cornish version of" Jack and the Beanstalk" from the 1700s, wood engravings of the tale, and other illustrations through the centuries and decades, scenes in film from Abbott and Costello to Disney to the scene in the musical Into the Woods).
  • Explain how the plot and the depictions of the main characters have changed through the years. Suggest reasons why stories might have changed.

Vocabulary

Research
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
  • culture
  • social issues
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 3 - Theatre

AE17.TH.3.24

Examine how artists have historically presented the same stories using different art forms, genres, or drama/theatre conventions.

Unpacked Content

Essential Questions

EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?

Skills Examples

  • Identify personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to community and culture in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Read or familiarize oneself with a particular story (e.g., "Jack and the Beanstalk", paying close attention to characterization and plot.
  • Explore how the story is adapted and presented historically in different art forms, genres, or dramatic/ theatrical conventions (e.g., the original Cornish version of" Jack and the Beanstalk" from the 1700s, wood engravings of the tale, and other illustrations through the centuries and decades, scenes in film from Abbott and Costello to Disney to the scene in the musical Into the Woods).
  • Explain how the plot and the depictions of the main characters have changed through the years. Suggest reasons why stories might have changed.

Vocabulary

Research
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
  • culture
  • social issues
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.1

Articulate the visual details of imagined worlds and improvised stories that support the given circumstances in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?

Skills Examples

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.2

Visualize and design technical elements that support the story and given circumstances in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?

Skills Examples

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

Using Creative Dramatics with the Teaching of Poetry
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.3

Explore how a character might move to support the story and given circumstances in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?

Skills Examples

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.4

Collaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots.

Unpacked Content

Essential Questions

EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?

Skills Examples

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.5

Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers.

Unpacked Content

Essential Questions

EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?

Skills Examples

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.6

Revise and improve an improvised or scripted drama/theatre work through repetition and collaborative review.

Unpacked Content

Essential Questions

EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?

Skills Examples

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.7

Develop physical and vocal exercise techniques for an improvised or scripted drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?

Skills Examples

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.8

Collaborate on identifying design and technical problems that arise in rehearsal for a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?

Skills Examples

  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.

Vocabulary

Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.9

Modify the dialogue and action to change the story in an original drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?

Skills Examples

  • Create an original dramatic/ theatrical work.
  • Modify the dialogue in the original work to change the story. (e.g., modify changing the character's motivations, goals, setting, or audience).
  • Modify the action in the original work to change the story (e.g., change the outcome, tone, theme, or conflict).
  • Make physical choices to develop a character in a dramatic/ theatrical work by using theater games such as "Who Wears This Hat?" Questions to consider: How do characters hold their faces when at rest? What is their posture? Are they open and expressive with their gestures or timid and small? How do they walk? Do they have an ailment or something embarrassing that affect the way they move? etc.
  • Practice theater exercises/ games that can be used in a group setting for a dramatic/ theatrical work. Teach stage directions with games such as "Minefield" and focus and ensemble building with games such as "Do You Love Your Neighbor?"
  • Propose the use of technical elements in a dramatic/ theatrical work (e.g., props, costumes and/or makeup, sets, etc.).
  • Share small-group dramatic/ theatrical work with peers as an audience. Audience should follow proper theater etiquette.
  • Reflect on the experience as actors and audience.

Vocabulary

Research
  • original work
Analysis
  • tone
Voice
Movement
  • at rest
  • posture
  • open movements
  • exaggerated movement
  • stage directions
Characterization
Directing
Design
Theatrical production
  • theater etiquette

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 4 - Theatre

AE17.TH.4.10

Make physical choices to develop a character in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?

Skills Examples

  • Create an original dramatic/ theatrical work.
  • Modify the dialogue in the original work to change the story. (e.g., modify changing the character's motivations, goals, setting, or audience).
  • Modify the action in the original work to change the story (e.g., change the outcome, tone, theme, or conflict).
  • Make physical choices to develop a character in a dramatic/ theatrical work by using theater games such as "Who Wears This Hat?" Questions to consider: How do characters hold their faces when at rest? What is their posture? Are they open and expressive with their gestures or timid and small? How do they walk? Do they have an ailment or something embarrassing that affect the way they move? etc.
  • Practice theater exercises/ games that can be used in a group setting for a dramatic/ theatrical work. Teach stage directions with games such as "Minefield" and focus and ensemble building with games such as "Do You Love Your Neighbor?"
  • Propose the use of technical elements in a dramatic/ theatrical work (e.g., props, costumes and/or makeup, sets, etc.).
  • Share small-group dramatic/ theatrical work with peers as an audience. Audience should follow proper theater etiquette.
  • Reflect on the experience as actors and audience.

Vocabulary

Research
  • original work
Analysis
  • tone
Voice
Movement
  • at rest
  • posture
  • open movements
  • exaggerated movement
  • stage directions
Characterization
Directing
Design
Theatrical production
  • theater etiquette

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

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